Unit 4 Humour Lesson 3 My Favourite Comedian教学设计 2025-2026学年高二英语北师大版选择性必修第二册

该高中英语教学设计聚焦“Lesson 3 My Favourite Comedian”阅读课，围绕憨豆先生的表演特点、动作描述语言及罗温·艾金森的成功因素展开。通过展示憨豆照片提问激活学生已知经验，结合预测环节构建阅读期待，形成“激活已知-预测内容-分层阅读”的学习支架，引导学生从表层信息获取深入到深层含义推断。 该资料以任务型阅读为特色，融合多模态资源与互动活动，提升语言能力与思维品质。例如让学生识别并运用描述憨豆动作的动词短语，为餐厅场景视频配音，将语言输入转化为表达输出，强化语言运用能力。推断问题链引导学生分析人物动机与文本隐含意义，培养逻辑推理和批判性思维。小组讨论与自我评估促进合作学习与反思，落实学习能力培养。对学生而言，巩固阅读策略并提升语言表达与思维深度，对教师而言，提供完整任务设计与差异化活动参考，便于课堂实施。

教学设计 课程基本信息 课题 Lesson 3 My Favourite Comedian 课型 Reading Class 学科 English 年级 Senior High School 学段 Grade 2 版本章节 Beijing Normal University Press, Senior High School English, Compulsory 2 教学目标 By the end of the class,students will manage to: · Obtain basic information about Mr Bean and his performance characteristics; · Identify the verbs or verbs phrases that are used to describe Mr Bean's actions, then describe a segment of Mr Bean dining; · Summarize the success factors of Rowan Atkinson. · Talk about your views on Mr Bean. 教学重难点 Key points: · Understand the main characteristics of Mr Bean. · Analyze the language used to describe Mr Bean's actions. · Make inferences about Mr Bean and the author. Difficult points: · Evaluate the success factors of Rowan Atkinson. · Express personal opinions 学情分析 Students have prior knowledge of basic reading strategies and are familiar with Mr Bean.They have a good understanding of English vocabulary and grammar. However, they may struggle with inferring deeper meanings and expressing their thoughts clearly.To overcome these challenges, the teacher will use group activities and discussions to facilitate understanding and engagement. 教学准备 Textbooks,ppt 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Activity 1: Lead in Activity 2: Prediction Show a photo of Mr Bean,ask students to answer some questions. --Who is he? --What is he famous for? --What do you think of his performance? Predict: If you were the author, from which aspects would you describe Mr Bean? To activate students’ prior knowledge of Mr Bean and introduce the topic. To develop prediction skills and set a purpose for reading. Activity 3: Read for main idea Ask students to choose the main idea for each part. Para 1 Para 2、3 Para 4 A.My feelings about Mr Bean B. Introduction of Mr Bean C.The two scenes of Mr Bean at the fancy restaurant To train students to quickly identify main ideas, enhancing reading speed and overall comprehension. Activity 4: Read for details Activity 5: Group discussion Task 1: Read Text 1 and focus on the two scenes of Mr Bean at the fancy restaurant.Underline all the verbs or verb phrases that are used to describe Mr Bean's actions.Then take notes using the diagrams below. Task 2: Use the verb phrases you have found to add narration to the following video,then summarize Mr Bean's performance characteristics. Task 3: Read Text 1.Make inferences about Mr Bean and the author. (1)Why does Mr Bean go to a fancy restaurant on this particular day? (2)Does Mr Bean have many friends? How do you know? (3)Why does Mr Bean choose the “steak tartare”? (4)Why does Mr Bean pretend to like the food when the waiters ask him? (5)Why does the author say that he wouldn’t want to meet someone like Mr Bean in real life? Task 4: Read Text 2. Complete the table about Rowan Atkinson. Task 5: Summarize the reasons for Rowan Atkinson's success in playing the role of Mr Bean. Conclusion: To be successful ,you don't need beautiful face and heroic body.What you need is skillful mind and ability to perform. ------ Rowan Atkinson Think and share. 1.Mr Bean is a very popular TV series in Britain. Do you think people like it just for fun? Is there any underlying meaning behind this TV series? 2.Do you like Mr Bean?Do you want to have a friend like Mr Bean? To develop cooperative learning skills and enable students to analyze specific information(verb or verb phrases) through focused reading and discussion. To enhance detailed reading ability and inferential comprehension by guiding students to locate key information and interpret implicit meanings in the test. To help students understand Rowan Atkinson's positive attitudes when facing stutter. To help students recognize and learn Rowan Atkinson's positive personality trait. To guide students to analyze the underlying reasons for Mr Bean’s popularity and evaluate the pros and cons of having a friend like him,fostering their ability to think deeply and achieving a natural transition from text comprehension to self-expression. Ask students to narrate the famous scene where Mr Bean dines at an fancy restaurant. Activity 6: Self-assessment Self-assessment By reflecting on their performance in the Mr. Bean discussion, students can identify their strengths and gaps in language application— strengthening their ability to use English accurately and appropriately in communicative contexts. 作业设计 1. Read another episode of Mr Bean and write a summary of the story. 2. Write a short paragraph discussing why you think Mr Bean is a popular character. 板书设计/课堂小结 Wrap--up: We dug into the iconic character Mr. Bean by breaking down his key traits—awkward, childlike, and super relatable—through listing his step-by-step actions in the fancy restaurant scene with specific verb phrases. We also explored why Rowan Atkinson nailed this role so well and had meaningful discussions about why Mr. Bean is still popular today and whether we’d want a friend like him. Along the way, we practiced important skills: describing scenes clearly, figuring out a character’s traits, and sharing our own opinions with reasons. 教学反思 Teaching Reflection: 1. Strengths: The lesson effectively built language ability (verb phrase application for scene narration), thinking quality (inferences about Mr. Bean’s motivations), and learning capacity (self-assessment & group discussion). Students connected Mr. Bean’s humor to universal awkwardness, fostering basic cultural awareness. 2. Gaps: Low-proficiency students lacked scaffolding for inferential tasks; cultural depth (linking Bean’s humor to British comedy traditions) was insufficient; the “Bean as a friend” debate lacked structured logic support. 3. Adjustments: Add sentence stems for weaker learners; include a brief comparison of British silent comedy to deepen cultural awareness; use a pros/cons graphic organizer for the debate to strengthen critical thinking. 学科网（北京）股份有限公司 $